"Today's popular culture, driven by entertainment technologies, has made information cheap and access ubiquitous. What are less ubiquitous are the conceptual understandings to make sense of that information, and access to the socio-technical networks that open trajectories of experience for broader participation in complex, socially valued practices" (Squire, 2008).
References:
Cornnett, C. E., & Smithrim, K. L. (2001). The Arts as Meaning Makers: Integrating Literature and the Arts Throughout the Curriculum. Canadian Edition. Toronto, ON: Pearson Education Canada, Inc.
Squire, K.D. (2006). From content to context: Video games and designed experiences. Educational Researcher, 35(8), 19-29.
Squire, K. (2008). Critical Education in an Interactive Age. Mirror Images. 338, pp. 105-123. Retrieved August 6, 2015 from http://www.jstor.org.uproxy.library.dc-uoit.ca/stable/42979224
Cornnett, C. E., & Smithrim, K. L. (2001). The Arts as Meaning Makers: Integrating Literature and the Arts Throughout the Curriculum. Canadian Edition. Toronto, ON: Pearson Education Canada, Inc.
Squire, K.D. (2006). From content to context: Video games and designed experiences. Educational Researcher, 35(8), 19-29.
Squire, K. (2008). Critical Education in an Interactive Age. Mirror Images. 338, pp. 105-123. Retrieved August 6, 2015 from http://www.jstor.org.uproxy.library.dc-uoit.ca/stable/42979224